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Sexual harassment on college campuses in japan: an investigation of actual conditions
2007
Creaser, Fiona
University of Durham

This thesis examines the issue of sexual harassment on college campuses in Japan and measures taken both at official and grassroots levels to combat the problem. Using competing methodologies the: implications for both subjects and practitioners of researchers on sensitive subjects are analysed. Gender segregation in the Japanese school system, from the Meiji Restoration to the present day, is investigated in order to draw links between gender segregation, discrimination and the likelihood of sexual harassment at university level. Japanese legislation regarding sexual harassment is explored and the impact this has had on universities is examined. As a result of this new legislation universities were urged to establish guidelines and policies to protect themselves against both quidpro quo and hostile environment sexual harassment. The work of the ‘Campus Sexual Harassment National Network’, established by the late Professor Kazuko Watanabe, is investigated. Surveys conducted by individual universities and national research groups are analysed to assess the actual conditions of sexual harassment at universities and on campuses. Visual and non-visual preventative strategies undertaken by universities are investigated and the effectiveness of sexual harassment committees and counselling services within Japanese universities are examined.

Exploring the feeling of embitterment in the workplace
2017
Michailidis, Evie
University of Surrey

Embitterment has been described as the emotion generated in the aftermath of an event experienced as unjust and unfair. Although embitterment is most commonly presented in the work context, research on workplace embitterment has remained scarce due to the fact that the concept of embitterment is rather new. This thesis aimed to shed some light on the prevalence of this emotion, its developmental context, outcomes and ways of treating it. Results from this thesis suggests that breaches in organisational justice, can trigger feelings of workplace embitterment which can impact negatively employees’ ability to psychologically unwind from work, as well as their work engagement and job satisfaction levels. The unfolding of further features of workplace embitterment and the development of interventions to improve this feeling seems a worthwhile future endeavour.

Understanding perceptions of cyberbullying in the transition between primary and secondary school
2017
Sutherland, Claire
University of Northumbria at Newcastle

Over the last decade, the nature of bullying has changed dramatically, moving from traditional, face to face to via communication technologies. The associated bullying behaviours and technologies is collectively known as ‘cyberbullying’. Cyberbullying is an increasing problem which results in negative outcomes for all involved. For victims, it is ubiquitous; there is no escape. Cyberbullying, has been directly and indirectly linked to an increased risk of suicide for both victims and bullies. It is therefore vital to explore what children, parents and teachers interpret as cyberbullying and how to design effective interventions to reduce cyberbullying and/or develop resilience and coping strategies. To date, research on cyberbullying has focussed on children in their teens. However, little is known about the perceptions of younger children particularly at the key transitions point from primary to secondary school. At this age, self-esteem decreases and peer support and influence become very important in determining behaviour. Technology use increases around this age and parental monitoring decreases. This thesis uses multiple methods to fully explore similarities and differences in perceptions and experiences between children before (aged 10-11 years) and after (aged 12-15 years) this transition and develops a behaviour change intervention to promote more positive behaviour online, increase resilience and self-efficacy. This thesis aims to develop ways for children to overcome adversity by developing their problem-solving skills and increasing their confidence levels to deal with a negative situation through building their cyberbullying resilience. Cyberbullying resilience can be strengthened through external factors such as a supportive environment, strong peer support and a sense of belonging and internal factors including high self-esteem, self-control and self-efficacy (Bozak (2013) as cited in Hinduja and Patchin (2017)). Initial findings suggested that cyberbullying is predominantly a female behaviour and that victims and bystanders are reluctant to seek adult intervention unless the situation is considered to be so extreme that they can no longer cope. Primary girls were found to be more likely to report a cyberbullying incident than secondary, even though there was no difference in their perception of the severity of the incident. This thesis adds to the literature by highlighting children, parents and teachers’ understandings and expectations around reporting and what these are. This thesis identifies age differences in relation to cyberbullying perceptions and reporting channels and presents a behaviour change intervention which increased self-efficacy and resilience levels. It is also applies a unique intervention approach by introducing implementation intentions with the intention to increase kind online behaviour in addition to building self-efficacy, self-esteem and cyberbullying resilience so that children have skills and strategies in place to deal with adversity online should the time come.

The experience of ‘burnout’ in counselling psychologists
2014
Alfrey, Lisa
Regent's University London

From 2011 to 2012, 1.1 million workers were impacted by work related stress, lack of professional support and bullying (Health and Safety Executive, 2013). “Burnout” is not easily defined but it can be described as a phenomenon that affects both the personal and professional dimensions of an individual’s life. This study investigates counselling psychologists’ experience and management of “burnout” using the qualitative method of Interpretative Phenomenological Analysis (IPA). Six qualified counselling psychologists from the United Kingdom, New Zealand and the United States of America were interviewed via telephone. The three main themes that were found are: (1) “batteries run out” which includes the physical and emotional effects, as well as the disillusionment of the reality of the profession, (2) “Prisoner of an eroding system” describes the professional dimension of the experience such as locus of control, effect on client work, boundaries and values, and (3) “Recharging the batteries” which gives an insight into how the participants managed their experience, such as their personal view of “burnout”, the issue of reclaiming their space and time, as well as the role of support. Overall, there was an underlying sense that the participants wanted to be taken care of by others but were unable to ask for help. The relevance of this study to the field of Counselling Psychology is discussed in relation to theory and professional practise. The limitations and shortcomings of this investigation are highlighted and suggestions for future research are made.

Dr Audrey Doyle
Seeing the world in different colours: protective behaviours and the primary school
2002
Rose, Jocelyn
University of East Anglia

Protective Behaviours is an empowerment process developed twenty-five years ago in the USA. It is used in the States, Australia and the UK in a variety of contexts, including child abuse prevention, anti-bullying work, confidence- and assertiveness-building and the prevention of crime and the fear of crime. Despite its usefulness, it has not spread as quickly or as widely as anticipated. The present study, by an ‘insider’ to the process, looks at the introduction and development of Protective Behaviours in primary schools: it is partly an evaluation and partly a consideration of the resistances that prevent the process being adopted more readily. During the course of the research two teaching packs were developed, one for Key Stage 1 pupils (aged 5-7) and one for Key Stage 2 (8-11), and trialled as part of the research process. One primary school was used as an illustrative study, with evidence from practitioners in other schools that set the findings in a wider context. Because Protective Behaviours is an ‘inside-out’ process, used differently by different individuals, it is not appropriate to evaluate it – as earlier studies have attempted – using quantitative methods. The present research uses observation and interview data to explore feelings and atmosphere and is thus congruent with the Protective Behaviours process itself. A technique for drawing out thematic material from interview data is explored. Innovation in education frequently encounters resistance. However, it was evident that a range of different types of resistance are in play where Protective Behaviours is concerned and that, though the children in the study accepted it readily and enjoyed it, opposition from teachers can prevent it being used most effectively, or at all. The study concludes with some recommendations on how the various resistances may be addressed so that the benefits of the process may be made more widely available.

Homophobic bullying: The experiences of gay and lesbian youth in Northern Ireland
2004
Beattie, K. E.
University of Ulster

Following the introduction of the 1998 Northern Ireland Act and the 2000 Human Rights Act (Northern Ireland) the issue of sexual orientation has been thrust into the spotlight of media and political attention in this part of the U.K. Research has suggested that the level of homophobic violence in Northern Ireland is considerably higher than in other regions of the U.K. This investigation focuses on experiences of homophobic abuse and, in particular, the homophobic school bullying experienced by young gay, lesbian and bisexual people in the Province. A Grounded Theory approach was adopted in the investigation process, and, in order to enhance the reliability and validity of the study, methodological triangulation was employed to collect data. The research tools included a structural questionnaire and semi-structured in-depth interview. A total of 83 individuals participated in the quantitative research, whilst 12 respondents took part in the qualitative phase of the study. Respondents described the heterosexism which impacted on their everyday social encounters and interactions with peers, teachers and other individuals within their social circle. It was believed the heterosexist ethos within schools and wider society contributed to the homophobic bullying of pupils suspected of being lesbian or gay, or those who did not conform to traditional gender stereotypes. Respondents maintained that heterosexism and homophobic bullying resulted in feelings of isolation, alienation and exclusion. In addition, negative experiences at school were felt to have a prolonged negative impact on emotional and physical wellbeing and development. This thesis thus makes an important contribution to the understanding of homophobic bullying and its impact on young non-heterosexual people living in this region of the U.K.

A study of trainee teachers and their awareness and perceptions of sexual diversity in primary schools
2015
López Pereyra, Manuel
The University of York

Research on sexual diversity in primary schools has shown that primary school children are aware of and exposed to harassment, bullying and discrimination in schools. This study was undertaken to explore the extent to which trainee teachers are aware of and perceive sexual diversity discourses in primary schools. I focus on concern about the ways primary schools address the nature of gender stereotyping, homophobic bullying and same-sex families. Within these themes, I explore trainee teachers’ perceptions of addressing sexual diversity issues in the primary school classroom. A total of eleven trainee teachers and three educational non-governmental officers were interviewed and 198 trainee teachers responded to the questionnaire from twenty-one different universities across the United Kingdom. A feminist and queer approach was used in the research design; the analysis and interpretation of the data collected was done through interpretative phenomenological and thematic analysis. Trainee teachers’ positive perception of sexual diversity is reflected in the questionnaire data, 76.3 % of trainees think it is necessary to teach primary school children about gay and lesbian families. Nonetheless, the questionnaire data suggest there is a lack of training on addressing sexual diversity issues in the schools. The interview data showed that trainee teachers perceive themselves as role models with the responsibility of being inclusive to all students. Also, trainees acknowledge the lack of confidence to address and deal with sexual diversity issues in the school classroom. Overall, this study enhances our understanding of gender and sexualities in primary schools and extends our knowledge of trainee teacher experiences in primary schools. Drawing on these findings, future research is needed into what trainee teachers programmes should promote as teaching practices that involve diversity and inclusive pedagogies.

Understanding the developmental decline in helpful bystander responses to bullying: the role of group processes and social-moral reasoning
2015
Palmer, Sally B.
University of Kent at Canterbury

Within this thesis the challenge of reducing bullying among children and adolescents in schools is reviewed (Chapter 2). The focus of this research was to examine the developmental decline in prosocial bystander responses to bullying (when a “bystander” is an individual who witnesses the bullying incident). To do so, a “developmental intergroup approach” (cf. Killen, Mulvey & Hitti, 2013; Rutland, Killen & Abrams, 2010) was applied to the context of bystander intentions. This approach suggests that intergroup factors such as group membership and identification, group norms, intergroup status and social-moral reasoning influence attitudes and behaviours during childhood and adolescence (e.g., Abrams, Rutland & Cameron, 2003; Rutland & Killen, 2011; Chapter 3). The present research examines whether this approach could shed light on why, with age, children become less likely to report helpful bystander intentions when faced with bullying and aggression among peers (e.g., Rigby & Johnson, 2006). Three studies were conducted, following an experimental questionnaire-based design (e.g., Abrams, Palmer, Rutland, Cameron & Van de Vyver, 2013; Nesdale & Lawson, 2011; Chapter 4). Study 1 (Chapter 5) showed support for examining group membership and group identification, group norms and social-moral reasoning) when understanding the developmental decline in helpful bystander responses. Two hundred and sixty 8-10 year olds and 13-15 year olds read about an incident of intergroup verbal aggression. Adolescent bystander intentions were influenced by norms and perceived severity of the incident. A significant moderated mediation analysis showed that the level of group identification among participants partially mediated the relationship between age and helpful bystander intentions, but only when the aggressor was an outgroup member and the victim was an ingroup member. Moral (e.g., “It’s not right to call them names”) and psychological (e.g., “It’s none of my business) reasoning differed by age and intention to help the victim or not. In Study 2 (Chapter 6) the role of intergroup bystander status and type of bystander response was manipulated. Two types of bystander norm (attitudinal and behavioural) were measured along with an exploratory examination of perceived leadership. Participants (N=221) read about an incident of verbal aggression where a bystander (who belonged to a high- or low-status group), either helped or walked away from an incident of verbal aggression. Helping bystanders were viewed more positively than those who walked away, but no effect of status on bystander evaluations was observed. However, moral reasoning was prioritised for high-status compared to low-status bystanders, regardless of their bystander behaviour. Additionally, bystander response (but not status) moderated the relationship between the behavioural norm and perceived leadership qualities. To further examine the role of norms a norm for helping versus not getting involved was manipulated in Study 3 (Chapter 7). Participants (N=230) read about deviant ingroup and outgroup bystanders who observed an incident of intergroup verbal aggression. Group membership was either school group or ethnicity (ingroup British and outgroup Travellers). Not only were participants sensitive to the group membership of the bystander, but they evaluated those who transgressed a helping norm more negatively than those who transgressed a norm not to get involved. Importantly this study also showed, for the first time, that children and adolescents are aware of group-based repercussions (e.g., social exclusion) if they do not behave in line with group norms. The studies presented within this thesis show strong support for considering group processes when examining the developmental decline in bystander responses to bullying and aggression and developing age-appropriate anti-bullying interventions. Further implications for theory, practitioners, policy and future research are discussed (see Chapter 8).

Prof. Mona O’Moore was Guest Speaker at the Educational Policy Dialogue on Bullying and Learning: Nationally and Internationally in the United Arab Emirates.

Founding Director of the National Anti-Bullying Research and Resource Centre, Prof. Mona O’Moore was the Guest Speaker at the Educational Policy Dialogue on Bullying and Learning: (Nationally and Internationally) hosted by the Regional Centre of Educational Planning (RCEP) in Sharjah, United Arab Emirates.

The Educational Policy Dialogue on Bullying and Learning initiative is part of a collaboration effort with UNESCO who have invested in and developed several antibullying programmes worldwide, including programmes that operate in Ireland led by the National Anti-Bullying Research and Resource Centre.

Prof. O’Moore’s talk was entitled “The Whole School Community Approach to Prevention, Detection and Intervention of School Bullying” and was received well by attendees and colleagues. Pictured with Prof. O’Moore above are Prof. Christina Salmivalli and Dr. Layla Alhyas who have made major contributions to understanding bullying prevention and intervention initiatives and research.